EDAC 635 Group 4 Spring 2022
Dr. Bo Chang
3/20/2022
Syllabus Design: Environment and Context
Topic: EDAC 600 Anthropological Studies in Large Communities
Group Members | Role(s) | Commented On |
Lauren Means | |
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Heidi Przytulski | One of the group leaders Introduction
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Sifat Baig | |
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Amy Hurt | |
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Evaristus Ngetsop | |
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Nicole Brennan | Group roles table Table 1 Final edit and post
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*All group members kept in communication through GroupMe and the Google Doc.
Introduction
As an introduction to the major theories of Anthropology, this course is focused on the exploration of personal and societal views and experiences with culture. Throughout the semester, we will participate in discussions, reflection activities, field trips, volunteer work, and observations to better understand the nuances that come from studying human nature. While much of the writing and assignment work will be done individually, a large focus will remain on discussion and our collective experiences in the community. By the end of this semester, students should have a better understanding of society and various cultural aspects and have also gained tangible experiences through trips and volunteer work.
Rationale
The process of learning is greatly enhanced when the learner can understand the context for their learning and when the learner is placed in an adequate learning environment. Students tend to prefer learning environments that provide physical and emotional comfort with limited distractions. Along with providing an effective learning environment, a facilitator must also consider the context of their lesson plans because context helps the learner understand the historical significance for that lesson and helps them form a frame of reference for processing new information. Educators must pay close attention to the learning environment when choosing a location and they must develop lesson plans and learning materials that are deeply rooted in the context or situation of the learning. This rationale will discuss the importance of physical learning environments, cultural learning, contextual learning theory and situated learning theory and how they will be implemented in our class.
There are multiple factors to consider when choosing a location for where learning should take place. Some of these factors include providing physical comfort, decreasing noise level, and creating a nonthreatening group environment. All these factors play a key role in reducing cognitive overload. Cognitive overload occurs when the learner is bombarded by too much information or is present in an environment that is too stimulating. According to Paas and Sweller, cognitive overload negatively affects the learner’s working memory and long-term memory, both of which are needed to help learners retain and recall information (Choi, 2014). Paas and Sweller were able to identify two categories of cognitive load which are intrinsic load and extrinsic load. “Intrinsic load is determined by the nature of the learning task”, such as certain interactions to gain information. “Extrinsic cognitive load is determined by the way in which the learning task is presented” (Choi, 2012).
Irrelevant stimuli such as increased noise levels, can diminish the learner’s working memory. Noisy physical environments can also elicit the learner to become more anxious and stressed out. This will negatively affect the learner’s ability to retain new information because of their loss of focus and increased anxiety. Facilitators should also focus on making their learners as comfortable as possible. Providing comfort gets learners to be more relaxed and attentive towards the facilitator. To implement this into our course, the facilitators will organize the classroom into pods to boost student interactions. Group discussions will be moderated by the facilitators to decrease noise level. No more than three people will be allowed to talk at once. Facilitators will also focus on keeping the discussions civil by having a no tolerance policy on personal attacks.
Providing an appropriate level of context for the learner is another important task a facilitator must keep in mind. "Contextual learning theory states that learning occurs only when students process new information or knowledge in such a way that it makes sense in their frame of reference" (Davtyan, 2014). This theory assumes that the mind naturally seeks meaning and context by searching for relationships that are easy to understand and relevant for the learner. Educators should develop learning environments that are relatable to real life. This will help their learners to form a connection between non-realistic ideas and day-to-day tasks presented in the real world. When academic content is connected to real life, students will improve their short-term memory and long-term memory. This theory will be implemented in our course by providing students the opportunities to observe their communities by going on field trips that showcase cultural authenticity.
Contextual learning uses the REACT strategy which stands for relating, experiencing, applying, cooperating, and transferring. Teachers can boost the understanding of new perceptions by relating new information with previous information that the student is already familiar with. Facilitators must provide concrete experiences through hands-on learning to reinforce basic learning principles. Students should be given plenty of opportunities to apply learning concepts and information in useful situations. In the cooperation phase, students should be given a chance to discuss the context of their learning with their peers for reflective purposes. In the transformation phase, students are asked to apply their learning to their existing knowledge. The goal of this phase is to incorporate new information to different situations and contexts in the real world. Students in this class will apply the REACT model by volunteering for local charities to gain concrete experiences. After gaining concrete experiences, the learners will be required to reflect on these experiences through journal entries and classroom discussions. This will give them a chance to think about what they could’ve done differently and how these new lessons will translate to real life.
Another important theory that looks at the learning contexts, is the situated learning theory. This theory states “learning cannot be achieved or looked at separately from the context in which it occurs because knowledge exists not as a separate entity in the mind of an individual but is generated as an individual reacts with his or her environment to achieve a goal” (Bell, 2013). This theory emphasizes that key concepts are constantly changing, and that knowledge must be gained from authentic contexts. Facilitators of this theory encourage cognitive apprenticeship and coaching, opportunities for practice and collaboration, and having a chance to reflect. Cognitive apprenticeship is probably the best strategy to facilitate this theory because it allows students to tackle authentic problems selected by the teacher. Once the problems are solved, the facilitator will coach their students to apply their skills and knowledge to new situations that are more complex. Cognitive apprenticeship will be implemented in our course through the students participation in a liberation workshop that focuses on race and culture. In this workshop students will be tasked with coming up with solutions to authentic problems through group discussions. The facilitator of the workshop will help coach the learners on how to eliminate or reduce cultural and racial biases.
Cultural learning is the last approach to be implemented in our course. Christine Legare from the National Academy of Science, defines culture as “a group of behaviors shared by members of the community that rely on socially learned and transmitted information.” Cultural learning is strongly related to the social learning theory, which is defined as “learning that is influenced by observation or interaction with another animal or its products” (Legare, 2017). The best way for facilitators to incorporate cultural learning is by developing activities that allow learners to fully immerse themselves in a specific culture or group. This is also known as culture apprenticeship, which allows individuals to gain concrete experiences through observations and interactions with different cultures or groups in their natural elements. To implement cultural apprenticeship in this anthropology class, the students in this class will be required to immerse themselves with the group or culture of their choosing. They will be asked to jot down their predictions and observations which will be referenced later on. The students will then construct a final report describing their experiences of their selected group or culture through the lens of a cultural anthropologist.
Syllabus
EDAC 600: Anthropological Studies in Large Communities (3 credit hours)
Spring 2022: January 10, 2022 - May 6, 2022
Meeting location: TC 801
Meeting time: Tuesday, 6:30 p.m. - 9:30 p.m.
Instructor Name: Dr. Rob Moore [he/him/his]
Program: Educational Studies, Teacher’s College, Ball State University, Muncie, IN
Instructor Contact Information
Email: rlmoore@bsu.edu
Telephone: 765.285.1111
Canvas Address: https://bsu.instructure.com
Zoom Personal Room Address: https://bsu.zoom.us/9852315
Office Hours: by appointment, either in person or virtual, on Monday 3-5 p.m. and Thursday 9-11 a.m.
Course Information
Course Description
As an introduction to the major theories of Anthropology, this course is focused on the exploration of personal and societal views and experiences with culture.
Prerequisites
No prerequisites required
Course Objectives
By the end of this course, you will:
Understand anthropology as it pertains to the following areas: personal culture, society, love & dating, art, reality, family relations, death & disease, friendships, and race.
Participate in class and group discussions about the course readings
Create your own society and write on how others would experience it through the lens of anthropology
Volunteer at a local charity and reflect on your experience
Participate in a workshop on liberation from the Multicultural center surrounding a conversation on race and culture
Utilize reflection and knowledge from the course’s learning materials to create a final project that cohesively exhibits this understanding
Course Modality/Structure
Course content will be delivered in-person on Tuesdays from 6:30 p.m. - 9:30 p.m. in TC 800 throughout the semester. This course will be based on modules that begin on Sunday and end on Saturday at 11:59 p.m. EDT/EST. Coursework will be submitted via Canvas.
Course Time Commitment
It is expected that students will spend approximately 2 hours of study time outside of class for every one hour in class. Since this is a 3 credit hour class, you should expect to study an average of 6 hours outside of class each week.
Diversity Statement
Ball State University aspires to be a university that attracts and retains a diverse faculty, staff, and student body. We are committed to ensuring that all members of the community are welcome, through valuing the various experiences and worldviews represented at Ball State and among those we serve. We promote a culture of respect and civil discourse as expressed in our Beneficence Pledge and through university resources found at the Multicultural Center website.
Disability Services Statement
If you need course adaptations or accommodations because of a disability, please contact Disability Services as soon as possible. The Office of Disability Services coordinates services for students with disabilities; documentation of a disability needs to be on file in that office before any accommodations can be provided. Disability Services can be contacted at 765-285-5293 or dsd@bsu.edu.
Ball State Academic Ethics Policy
Honesty, trust, and personal responsibility are fundamental attributes of the university community. Academic dishonesty and other forms of academic misconduct threaten the foundation of an institution dedicated to the pursuit of knowledge and will not be tolerated. To maintain its credibility and reputation, and to equitably assign evaluations of scholastic and creative performance, Ball State University is committed to maintaining a climate that upholds and values the highest standards of academic integrity. Visit the complete Student Academic Ethics Policy.
Plagiarism Policy
Plagiarism is not acceptable, unless otherwise indicated for all assignments, you must work independently by yourself. Sharing of files is not permitted for any reason.
Potential Violations
Examples of academic integrity violations include but are not limited to:
Working with another person on any assignment other than authorized group projects.
Sharing or allowing others to access your files, whether done with permission or not.
Use or possession of a file created by someone else.
Reusing work from another semester, course, or section.
Fraudulent submission of work.
Using unauthorized materials during Exams.
Impersonating someone else or having them impersonate you.
Making fraudulent or dishonest statements regarding your work.
Soliciting others to complete work for you.
Posting course files and resources on study or content sharing websites.
The Plagiarism Tutorial from UNC Libraries provides you with a great foundation in Academic Integrity.
Plagiarism Detection
The campus subscribes to SimCheck, a plagiarism prevention service, through Canvas. You may need to submit written assignments to SimCheck. Student work will be used for plagiarism detection and for no other purpose. The student may indicate in writing to the instructor that he/she refuses to participate in the plagiarism detection process, in which case the instructor can use other electronic means to verify the originality of their work.
Learning Materials
Textbook:
Robbins, R. H., & Dowty, R. A. (2021). Cultural Anthropology: A Problem-Based Approach (8th ed.). SAGE.
Literature:
Vuong, O. (2021). On Earth We're Briefly Gorgeous: A novel. Penguin Books.
Additional materials:
Notebook or journal for reflections (laptops/tablets are acceptable too)
*Note: Copies of the textbook chapters will be uploaded to Canvas for your viewing, but you are welcome to purchase/rent the textbook if that is your preferred method of reading. You will need to purchase On Earth We’re Briefly Gorgeous. It is available on Thriftbooks, Barnes & Noble, Amazon and most local bookstores.
Assignment Structure
Readings:
The textbook and literature book assigned for this course help prepare you for class discussions by providing an introductory explanation of each week’s theme. All textbook readings are due on the day of class. On Earth We’re Briefly Gorgeous was selected for its glance at humanity from a first-person perspective. While we may not discuss this book often in class, it is your task to read the text throughout the semester. At the end of the course, you will use both texts in the final project. In addition, I will require two check-ins via Canvas (listed in the calendar) to ensure you’re completing OEWBG.
Field trips:
During this course we will take two “field trips” to places on the BSU campus to observe social interactions and culture. The first place is the David Owsley Art Museum, where we will learn about past societies through art and creativity. Our second trip will be observing student interactions at various spots around campus in order to better understand social hierarchy. After each trip, you will be expected to complete a journal reflection.
Journal reflections:
There will be three reflections assigned in this course: after the two field trips and after your volunteer project (1 page each). The reflections serve as an opportunity to elaborate on your understanding of anthropology through these experiences. You can write the reflections in a notebook or journal, type on a computer, or create a voice recording. Toward the end of the semester, you will turn in the reflections via Canvas. This means you must keep track of your journals and ensure they are completed after each experience.
“Your Society” paper (major assignment #1):
After our discussions on personal culture and society, you will have the opportunity to create your own society in essay format (5-8 pages). Consider what your social norms will be, how humanity develops, what social relationships look like, and how you want others to experience it. You will also need to explain the reasoning for your society by drawing on a real-life society as the example. Students can use the textbook and other resources for references. The paper will be turned in via Canvas.
Volunteer project (major assignment #2):
In order to have an awareness of your environment, it is important to immerse yourself in the experiences of others in your community. For this assignment, you will be expected to volunteer at one local area in need within Muncie individually, in pairs, or in a group. You can confirm your volunteer spot of choice with me during class time. After volunteering, you will create a Powerpoint or video detailing your reflection and how it relates to our courses’ themes. A journal reflection is also included in this assignment, but you will not turn this in under required. The Powerpoint/video will be due on Canvas.
Final project (major assignment #3):
Using your readings, experiences from the course, and thoughts from our class discussions, you will create a guided project for your classmates (and yourself). This project will heavily rely on your completion of On Earth We’re Briefly Gorgeous. In this assignment, you will write, create or record a multimedia presentation in the form of a letter to someone of your choice in the past, present or future. The project can be done documentary-style through video, in podcast form, or in typed letters with pictures (or in any other creative format). This assignment is open to your interpretation; we will discuss more in class. Students can turn in the project via Canvas and will be expected to comment on (2) other students’ projects by May 1st.
Extra credit:
For extra points, you can write journal reflections after the following activities: watching Someone Great, mind exercises w/ Ball State counselor, and the workshop w/ the Multicultural center. Each reflection will be worth 2 points; these will be turned in via Canvas along with the final project on May 1st (or with your other reflections on 4/24.
Course Schedule
Week 1 (1/11/22)- Introduction
Discuss syllabus, major assignments and course expectations. Watch the introductory video.
Activities: Discussion and icebreakers
Classwork due: None
Classwork assigned: Ch. 1 (“Culture and Meaning”) in textbook & begin reading On Earth We’re Briefly Gorgeous
Week 2 (1/18/22)- Personal culture
Discuss Ch. 1 as a class and in small groups. Students will create questions of their own concerning the chapter to ask one another. After discussion, students will each create a Powerpoint individually that outlines how they view themselves. These will be presented in small group format. Major assignment #1 is introduced.
Activities: Discussion, small group work, Powerpoint
Classwork due: Ch. 1
Classwork assigned: Ch. 2 (“The Meaning of Progress and Development”) & 3 (“Debt, Globalization, and the Nation-State”); begin outlining Your Society paper
Week 3 (1/25/22)- Society
Activities: Discussion, research, videos
Classwork due: Ch. 2 & 3
Classwork assigned: “Your Society” paper
Week 4 (2/1/22)- Office hours
Office hours in place of class time. Students are also welcome to work on paper during this time.
Activities: None
Classwork due: “Your Society” paper due 2/6 on Canvas @11:59pm
Classwork assigned: Continue working on paper
Week 5 (2/8/22)- Love & dating
Week 6 (2/15/22)- Love and dating, cont.
Activities: Discussion, small groups, dating app creation
Classwork due: Continue reading On Earth We’re Briefly Gorgeous
Classwork assigned: Bring journal next week
Week 7 (2/22/22)- Art and creativity
Week 8 (3/1/22)- Reality
Discussion of Ch. 5. Mind mapping and calming exercises. A counselor from Ball State will speak on our perceptions of reality.
Activities: Discussion, games, and mind exercises
Classwork due: Ch. 5
Classwork assigned: None, enjoy Spring Break!
Week 9 (3/8/22)- Spring Break, no class
Week 10 (3/15/22)- Survey week
Activities: Survey and office hours
Classwork due: Survey submitted to Canvas by 9:30pm
Classwork assigned: Ch. 6 (“Patterns of Family Relations”) and Volunteer Project
Week 11 (3/22/22)- Family relations
Discussion of Ch. 6 as a class. Read sections of Fun Home by Alison Bechdel, discussing the family dynamic, both related and chosen. Watch the documentary “Stories We Tell”.
Activities: Discussion, reading, and documentary
Classwork due: Ch. 6
Classwork assigned: Ch. 8 (“The Cultural Construction of Violent Conflict”) and Volunteer Project
Week 12 (3/29/22)- Death and Disease
Activities: Small group work, TedTalk, and research
Classwork due: Ch. 8
Classwork assigned: Ch. 4 (“The Cultural Construction of Social Hierarchy”) & Volunteer Project due 4/3 on Canvas @11:59pm
Week 13 (4/5/22)- Friendships and social interactions
In pairs, students will set out through campus to observe social interactions at popular locations (food courts, the Quad, the library, the Student Center, the Village). While observing, students will write in their reflection journal. The class will meet back at the classroom and discuss our findings. Final assignment introduced.
Activities: Observation field trip
Classwork due: Ch. 4 & journal reflection finished by the end of class
Classwork assigned: Begin reading Ch. 7 (“The Cultural Construction of Identity”)
Week 14 (4/12/22)- Race
Ball State’s Multicultural center will present a workshop for the majority of class entitled “Cycle of Liberation”. Students will be encouraged to finish On Earth We’re Briefly Gorgeous soon in preparation for the final project.
Activities: Workshop and discussion
Classwork due: Ch. 7
Classwork assigned: Finish or re-read Ch. 7. Confirm completion of On Earth We’re Briefly Gorgeous via Canvas by 4/17 @11:59pm & continue working on final project.
Week 15 (4/19/22)- Race, cont.
As a class, we will discuss Ch. 7 as it relates to race, culture, and diversity. The next half of class will be used for groups and individuals to work on their final projects.
Activities: Discussion and project work
Classwork due: Ch. 7
Classwork assigned: Journal reflections (all three) due on Canvas by 4/24 @11:59pm & continue work on final project.
Week 16 (4/26/22)- Final discussions
Final wrap-up of class discussions. Discuss how to turn in the final project.
Activities: Discussions
Classwork due: None
Classwork assigned: Finish and upload final project to Canvas discussion page & comment on other students’ projects by 5/1 @11:59pm; extra credit due.
Week 17 (5/3/22)- Class finished
Course Assignment Calendar
Date of class | Assignment/ Readings | Due Tuesday (in class) | Due Sunday (via Canvas) |
1/11/22 | None | None | None |
1/18/22 | Ch. 1 | Ch. 1 |
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1/25/22 | Ch. 2 & 3 | Ch. 2&3 |
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2/1/22 |
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| Your Society paper due 2/6 @11:59pm |
2/8/22 | OEWBG page number check-in & short reflection |
| OEWBG check-in due 2/13 @11:59pm |
2/15/22 |
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2/22/22 | Journal reflection | Journal finished by end of class |
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3/1/22 | Ch. 5 | Ch. 5 |
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3/8/22 | Spring Break | Spring Break | Spring Break |
3/15/22 | Survey | Survey due by end of class |
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3/22/22 | Ch. 6 | Ch. 6 |
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3/29/22 | Ch. 8 | Ch. 8 | Volunteer Project due 4/3 @11:59pm |
4/5/22 | Ch. 4 and journal reflection | Ch. 4 and journal finished by end of class |
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4/12/22 | Ch. 7 and finish OEWBG | Ch. 7 | Completion confirmation of OEWBG due 4/17 @11:59pm |
4/19/22 | Ch. 7 | Ch. 7 | Journal reflections due 4/24 @11:59pm |
4/26/22 |
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| Final project, comments, and extra credit due 5/1 @11:59pm |
5/3/22 | None | None | None |
Grade Policies
Grading Policy
It is my policy that appropriate evaluation of your academic performance is an integral part of your learning experience. In the absence of mistake, fraud, bad faith or incompetence, I will be the key decision-maker on the assignment of grades. For information concerning grade appeals, consult the Ball State website.
Grade Distribution
In class mini projects/presentations: 5 points each, 20 in total*
Journal reflections: 5 points each, 15 in total
Completion of OEWBG check-ins: 5 points
Participation in workshop: 5 points*
“Your Society” paper: 15 points
Volunteer project: 15 points
Final project: 25 points
100 points
*If you are unable to attend the workshop or a class that includes one of the in-class mini projects, please meet or email me and we can discuss a make-up assignment. Participation in these areas will be evaluated based on attentiveness, inclusion in the discussions, and time spent with your assigned group (as necessary).
There are 100 total points possible. I will use the following grading scale and will not adjust grades at semester’s end:
A = 100-93%
A- = 92-90%
B+ = 89-88%
B = 87-83%
B- = 82-80%
C+ = 79-78%
C = 77-73%
C- = 72-70%
D+ = 69-68%
D = 67-63%
D- = 62-60%
F = 59% or below
Course Policies
Course Attendance
You are expected to participate in all learning activities of the course. Our class time is important; it is a space for collaborative learning. If you must miss class, please contact me in advance so we can connect at another time. The University policy for bereavement, jury duty, and University-sponsored events will be followed.
Participation Policy
This course is designed with weekly activities, discussion, and other forms of regular collaboration and communication. It is recommended that you log into your course 3 to 4 times a week and check your official Ball State email account daily to view announcements and prepare for class. Complete all assignments, quizzes, tests, and any other activities by the stated due dates.
Feedback Policy
I will respond to email from your official Ball State email address within 24 hours during weekdays (Monday-Friday) and within 48 hours on the weekend. I will read every discussion post but I will not always personally comment on posts. I will grade your quizzes, assignments, and discussions no later than within 5 business days of submission. Contact me directly if you have questions or concerns about your performance in class.
Late Assignment Policy
All assignments are due by midnight EST/EDT time on the due dates indicated. Assignments posted after the indicated due dates will be subject to a decreased letter grade for each day late. Canvas will not accept assignments for grading after 11:59 pm on the final day of class.
Internet connectivity and technical issues may occur and impede you from turning in work on time. Turn in work early and often, and set up a back-up plan, such as visiting a local library or borrowing a peer's computer. You have one (1) permitted late assignment to allow for these issues, to which you can turn in one assignment 24 hours late.
Assignment Submission Policy
All assignments should be submitted as Word documents with extensions of .doc or .docx unless otherwise indicated in the assignment description.
Assignments, unless otherwise indicated, should be submitted using the assignment link in the module. All assignments will be turned in via Canvas, unless noted otherwise. Do not email your assignments to me directly.
Incompletes
If you do not submit all of the required assignments by the end of the semester, but you have completed a minimum of 50% of the required course work, then you may be eligible for an incomplete grade. Receiving an incomplete grade would allow you to complete the required course work by the date we agree upon, before a final grade would be issued. Failure to complete the work by the date given will result in an “F” grade for the course.
Subject to Change Statement
This syllabus and schedule are subject to change in the event of extenuating circumstances.
Academic Support Services
The Writing Center
All writers improve with practice and feedback, so as a student in this course, you are encouraged to use the Writing Center (in Robert Bell 295, Bracken Library, or online) to get additional feedback on your writing. To schedule a free appointment to discuss your writing, go to www.bsu.edu/writingcenter. Online and in-person appointments are available seven days a week; however, plan ahead because appointments book quickly!
The Learning Center
The Learning Center offers free Tutoring and Academic Coaching for many courses at Ball State. Students can make appointments for online (Zoom) or in-person (NQ 350) appointments. All students are required to wear masks in the Learning Center. To make an appointment, visit my.bsu.edu and click on “TutorTrac” in the Additional Tools section, or just go directly to https://ballstate.go-redrock.com.
Testing accommodations for students with disabilities are available for students who have received the appropriate documentation from Disability Services. Tests may be administered in the Learning Center.
Supplemental Instruction is available in select courses. If you have an SI leader for your course, that person will provide students with information the first week of school regarding weekly study sessions. For more information about all of our programming, visit bsu.edu/learningcenter or call 765-285-1006. Follow us on Instagram: BallStateLC.
The Counseling Center
The number one concern of the Ball State Counseling Center is the health and mental health of the Ball State community. The Counseling Center is offering both in-person and telehealth appointments. The Counseling Center is a healthcare facility. Consistent with CDC guidelines for healthcare facilities, they require a mask for all in-person appointments. The Counseling Center offers many services that are free and confidential. Please contact them at 765-285-1736 or visit Lucina Hall, Room 320.
Cardinal Kitchen
Cardinal Kitchen is Ball State University's campus food pantry. The pantry is located in the lower level of the Student Center, Room L-27 and is available for use to all undergraduate and graduate students.
Other Campus Resources
The Office of Student Life offers many other services to students, which can be reviewed here.
Reflection
Highlights
The purpose of this project was to showcase the importance of providing an adequate physical learning environment and to incorporate learning materials/classroom activities that add context to Anthropological Studies in Large Communities. In our syllabus, we were able to successfully incorporate some of the theories that relate to environment and context to provide learners with a comfortable learning environment and by providing various opportunities for them to study different cultures or large communities within their area. The common theme for all the theories on context, is to encourage students to go out into the community and observe authentic interactions. The readings, visuals, activities, and discussions in this class will all focus on this main concept. By gaining these authentic experiences, our learners will be able to create a new frame of reference that values diversity and admiration for different cultures.
Process
For the syllabus design, our group had to work together and collaborate to come up with the best ideas to incorporate in our syllabus in relation to context and physical environments. Our group communicated through Zoom, The GroupMe app and collaborated on a shared Google document. The group leaders for this assignment divided up different portions of the syllabus within our group. This allowed us to focus on our portion and not be overwhelmed by the totality of the assignment. The group leader came up with individual deadlines to make sure that everything was completed on time. Through our strong teamwork, we were able to develop coursework that illustrated the importance of providing context and fostering a safe and comfortable learning environment. This assignment also gave me hands-on experience designing a syllabus.
Tables
Table 1
Summary of Syllabus Design
Rationales/Aims | Learning environment | Activities | Methods/tools/strategies |
Physical comfort enhances learning. The Importance of physical learning environment, cultural learning, contextual learning theory and situated learning theory | Physical environment, visual boundaries, spacing, lightening system, sound system, furniture and floor covering, cultural environment, technology, | Readings, field trips, journal reflections, Your society paper( major assignment#1), Volunteer projects ( major assignment#2), Final project( major assignment#1), Extra credit | Week 1: Introduction Week 2: Personal culture Week 3: Society Week office: Hours Week 4: Love dating Week 5: Love and dating continued Week 6: Art and creativity. Week 8: Reality Week 9: Spring break - no class Week 10: Survey Week 11: Family relations. Week 12: Dead and disease Week 13: Friendship, and interactions. Week 14: Race Week 15: Race continued Week 16: Final discussions
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Arranging and organizing the classroom setting to facilitate learning and promote creativity | Creating a classroom that encourages interaction will be an added advantage to learning | Our surroundings affect not only learners but learning as well. A well designed and carefully planned classroom will motivate the learners | The course has a variety of rich topics that will be discussed and learning styles. Learners will have to share their experiences with their mates and the facilitator. The nature of the activity allows them to move around the classroom, this encourages interaction. |
Create your own society and write how others will experience it. | The learners will have the opportunity to create their own real-life environment in writing. This helps the learners to explore their own environment since they are not being dictated what to do. | They will watch some videos on personal stories and equally tips of journal reflection | We used group discussion to talk about different topic related to personal experiences, listen to stories about others |
Volunteer at a local charity and reflect on your experience. Giving the learner the opportunity to explore another environment | Connecting with diverse physical environment, observing real-life scenarios, and sharing their ideas and thoughts | Watch a video of other charities. Some posters and images so learners can reflect and make comments or as questions | We equally used group discussion; the aim was to allow the learners to feel at ease to discuss with their classmates |
Participate in a workshop on liberation from the multicultural center surrounding a conversation on race and culture. | Cultural environment as most behaviors adopted are socially learned | Reading focuses on race and culture. Share common stories and race and culture. | Information will be collected before the few days to the even, this will give the learners some insights about the workshop |
Table 2
Section summary
Learners | This course is aimed toward learners who are obtaining their master degree in education or psychology |
Purpose | Prepare learners to better support the society in the areas of culture, love, relationships, and race |
Objective | Understanding Anthropology as it pertains to the following areas: personal culture, society, love and dating art, reality, family relations, death and disease, friendship and race. |
Rationale | The importance of physical learning environment, cultural learning, contextual learning theory and situated learning theory. There are important factors to consider when choosing a learning setting such as physical comfort, decreasing noise level and non-threatening group environment |
Highlights of the Syllables | The schedule was carefully drafted to reinforce the learners’ capacities and give the opportunity to interact properly not only with their classmates but with the community in general. |
References
Rationale section
Bell, R. L., Maeng, J. L., & Binns, I. C. (2013). Learning in context: Technology integration in a teacher preparation program informed by situated learning theory. Journal of Research in Science Teaching, 50(3), 348–379. https://doi.org/10.1002/tea.21075
Choi, H. H., van Merriënboer, J. J. G., & Paas, F. (2014). Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load. Educational Psychology Review, 26(2), 225–244. https://doi.org/10.1007/s10648-014-9262-6
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